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Data Teaming for Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.functionbasedthinking.com www.tier2pbis.pbworks.com

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On-line SW- PBIS Coaching Certificate Fall Term Beginning in September SW-PBIS: Coaching Tier 2 www.pdx.edu/sped/MTSS

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Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of SW-PBIS

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Focus on: Efficiency = support several (e.g. small group/targeted) students at one time using few resources limited assessment & individualization school-wide programming Effectiveness = attaining desired student outcomes Using Research-based interventions with FIDELITY Early identification & intervention Progress Monitoring & data-based decision making for individual student & system Scaling = develop a system with capacity to have meaningful impact in school (serve 10% of total school enrollment) Tier 2 Systems

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System = more than an intervention 4 Questions for Implementing a Tier 2 System 1)Are you implementing a continuum of research- based intervention(s) with fidelity? 2)Is there a screening process to ensure early identification of students at-risk? 3)Are you using sensitive progress monitoring tools to inform decision making related to student progress and system efficacy? 4)Are you implementing at a scale that is making a meaningful impact (10 % of student population)? Tier 2 System v. an intervention

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Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Modified CICO Match to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Screening Progress Monitoring

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OREGON 2013-14 CICO-SWIS TIER 2

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CICO-SWIS IN OREGON 2013-14 SchoolsStudents Elem1132034 MS37688 HS228 Pre-8 th 7133 Others242 TOTAL1612925

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79% 86% 71% 72% 90%

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Additional Resources (book & video) thru Guilford Press & Publications

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Download HS-BEP Handbook from www.pbis.org www.pbis.org Variation of CICO/BEP adapted for High School focused on Academic Seminar High School Behavior Education Program/ CICO Variation

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Student Referred for CICO CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly Progress Monitoring Meeting Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program BASIC CYCLE Check In Check Out (CICO)

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Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention based on assessment Functional Assessment Adequate resources (admin, team) weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making Major Features of Targeted Interventions

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CICO: Implementation Checks SYSTEM Person assigned with FTE to coordinate & manage daily implementation of CICO Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring Materials & incentives readily available Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO Regular updates to staff on student data & implementation

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CICO: Implementation Checks PRACTICES Reliable daily am check-in & pm check-out Students earn rewards for success (daily at first) Not punitive

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CICO: Implementation Checks DATA Daily collection of point card data Regular review of graphic student data for decision making (at least every 2 weeks) Regular student referral for early identification of at-risk students

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Data Collection Focus on Efficiency Generic point card Expectations linked to School-wide rules Limited individualization We do not want to spend time tailoring the point card at this level of intervention

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Generic Point Card No time spent individualizing

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Team Task: 1. Take a few minutes to complete the BEP-FIM as a Self Assessment. 2 = In Place 1 = Partially In Place 0 = Not in Place 2. Identify actions necessary to address areas to improve CICO implementation

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Teaming Structures & Processes Screening Decision Rules Progress Monitoring

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Individual PBIS Efficient Teaming Process Clear roles, procedures & responsibilities Intervention Focused Linked to Continuum of Interventions (Tier 1 2 3) Try the easy things first (Tier 2 Interventions) then Tier 3 (FBA/BSP) Data focused & Early Identification Progress Monitoring Student Identification through Systematic Screening

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RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3 FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III Trust the System -- Tier 2 Process Maximizing # of minutes/ student

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Student Screening & Identification Emphasize early identification

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Universal Screening Before the 1 st Day of School Review Data from last year Your school data And data on incoming students (if available) Identify students who had Behavior Support Plans in place per IEP (or otherwise) Prepare to implement BSP with necessary modifications from beginning of the school year Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

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Previous Years Discipline data Who had FBA/BSPs last year? Which students moved on? Which are returning this year? Who needs to be on our radar from Day 1? Decision Rule Can we get data for our incoming class & new students?

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Continuing Screening through the Year I-PBS team reviews student referral data every 2 weeks at each meeting Many referrals might also go directly to the CICO manager Develop Decision Rules for continuing Student Identification through the year Example: Students receiving 3 rd referral or 2 nd in a month

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Tier 2 Continuum of Interventions

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Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Tweak/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment

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What constitutes a Tier 2 Intervention? EFFICIENCY & MAXIMIZING RESOURCES An intervention that: Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin implementation of the intervention with a student All school staff know about, understand their role with, and know the referral process for SYSTEMS NOTE: Resources Required: If program is not self-sufficient and requires significant organization by referring staff its not a Tier 2/ targeted intervention Questions about Tier 2 Interventions Systems Considerations

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CICO from Basic to Advanced Start with Basic CICO Should work for the majority of at-risk students Complete CICO Fidelity Assessment Once implementing CICO with fidelity & using data for decision making Data for student identification Data for student progress monitoring to ID responders/borderline/non-responders Start adding variations of CICO

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CICO: Advanced Applications Small Modifications or Tweaks

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Additional Tier 2 Interventions Remember focus on Efficiency in Progress Monitoring Meeting Minutes per Student Tweak or Small CICO Modification Alternate Tier 2 Intervention (Function-based) Escalate to Tier 3 Student Centered team Trust the Process Most difficult thing = not talking about a student before its time

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Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Intervention Assessment Borderline Initial CICO Data

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Small Changes Tweaks In Progress Monitoring meetings always weighing Minutes/Kid Tweaks to the plan for Borderline Responders should only take a couple of minutes Look at initial CICO data Not an extensive discussion Should have a menu of quick changes/ tweaks: Change CICO mentor Change incentives Change/individualize goals More frequent check-ins -- adding hair

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Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% just missing but downward trend Good Candidate for a Small Change/ Tweak In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

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Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?

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Ready to Make Quick Changes Readiness what needs to be ready to make these quick changes? Change/individualize goals Need alternate point card readily available to individualize Change CICO mentor Add Mid-Day Check-in & incentive Change incentives Individualize incentives for the student More frequent check-ins With teacher? With CICO Specialist? Need an adjusted point card?

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Individualized Point Card Fill in more specific behaviors

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Individualized Point Card RobbieOct. 14 th 20--

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More Frequent Check-Ins CICO Hair Club for Kids Teacher gives more frequent feedback by applying hair then uses hair to inform overall score for period Another Alternative Create alternate card which breaks day into smaller intervals

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Team Work Time What tweaks do you want to develop to be ready for borderline responders? Adapt existing materials and/or Develop new materials required to make tweaks readily available and accessible? Remember in the meeting, decisions regarding small intervention changes or tweaks should occur in less then 2 minutes of discussion. Ready to Go intervention options/ tweaks will make this as easy as possible

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Non-Responders Modified (Function-Based) CICO

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Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA

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Non-Responder

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Typical Reasons CICO may not be working for an individual student 1) Low fidelity of implementation 2) The student needs more instruction on how to use the program 3) The rewards are not powerful or desirable for the student 4) The program does not match the function of the problem behavior 5) The student requires more intensive, individualized support Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support

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Behavioral Explanations for Why Dont forget - From students perspective, problem behavior serves a purpose, such as Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

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Using Function of Behavior to Inform CICO Modifications Individual Student Planning Can use Function of Behavior to match students to appropriate version of CICO Function-Based Assessment might include: Data from ODRs Possible Motivation Or Preliminary/Brief FBA

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Minor Uh-Oh

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Preliminary FBA Use existing data for preliminary FBA ODR data Identify function/motivation Identify antecedents time/location/persons involved, etc. CICO data Identify antecedents time/location

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Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)?

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Preliminary FBA Discipline Referral Summaries Suspensions, detentions, office referrals Look for patterns Triggers/Antecedents Day of the week, Time of Day, Location, Students Involved Behavior Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision

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Student Referral Report - SWIS DateStaffTimeLocation Prolem Behavior Motivation Others Involved Admin Decision 102/08/114386612:15PMPlygdAgg/Fight Unknown mot Peers Out-sch susp 201/28/11475221:30PMClassDisresptAvoid TaskTeacherDetention 301/10/114752210:30AMClassDisresptAvoid TaskTeacherDetention 412/18/10475229:30AMClassDisresptAvoid TaskTeacherDetention 512/08/10475221:00AMClassDisresptAvoid TaskPeerDetention 612/08/104752210:15AMClassDisresptAvoid TaskTeacherParent 711/20/10475229:30PMClassDisresptAvoid TaskTeacherParent Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)?

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Advanced Applications of CICO Function-Based Modifications of CICO

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Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon

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Logic Guiding Breaks are Better Children may benefit from taking small, appropriate breaks If breaks are available, students may: Engage in less escape-maintained problem behavior Request breaks less often than escape-maintained problem behavior occurred Increased reinforcement for: Asking for assistance Taking a break appropriately

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CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement behavior (i.e., break requests) Promote self-management by teaching students to keep track of their breaks Establish & Teach teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement

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Breaks are Better Modifications Prior to intervention: Child & teacher identify appropriate break activities Student is taught: How to request a break How to take a break How to return to work Points earned for: Meeting academic-specific expectations Asking for break appropriately or not needing a break Weekly point total tied to reinforcers

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Sample Break Options & Rewards Break Options Move to separate desk for quiet activity Quiet activity at desk Drawing Doodle on notebook Stretch in backroom Run errand for teacher Weekly Rewards Computer time Extra Recess Coupon for bonus points on assignments Coupons for buddy work Coupon to make assignment shorter or easier Library pass

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Breaks are Better Card

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Taking a Break in the Classroom

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ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon

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Logic Guiding ABC Students benefit from organizational structure More frequent and tangible reinforcement for: Recording assignments Completing in-class work & participating Asking for help Completing homework Parental structure for homework completion: Parents are aware of assignments Parents check for completion

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Academic focused CICO (Escape Tasks) Middle School Morning Check-in Students check-in with counselor All homework completed? Prepared for the school day with all necessary materials? Opportunity to complete unfinished homework and to gather materials Daily point card and Homework tracker Receive feedback each period about behavior during class (participation, staying on- task, completing work) Record assignments on homework tracker Afternoon Check-out Check-out with counselor Review point card and homework tracker Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component Parents review daily feedback with student Sign card to indicate if student has completed all homework

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ABC Modifications Prior to intervention coordinator meets w/ parents Morning Check-In: Assess & give bonus pts for: Materials Ready & Homework Completed Afternoon check-out: Check Tracker Expectations focus on Academic Behaviors + Addl Expectation of completing Tracker Parent signature with focus on Homework Completion

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ABC Point Card -- Front

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ABC Point Card -- Back

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Non-Responders Escalate to Tier 3

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Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Refer to Tier 3 team: Practical FBA Tweak/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Individualized Behavior Support Plan

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Borderline Responders: Problem Solving FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III

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Screening Coordinator Tier 2 Intervention Coordinator Tier 3 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

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Non-Responder After multiple interventions, including match to function-based CICO Tweak ABC CICO RTI Time to move to Tier 3 Support

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Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e.g. SPSY, SPED CICO Coordinator -e.g. counselor, IA Meets every 2 wks 30-45 min. Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Meeting 1 Permissions Coordinate Assessment (FBA) Meeting 2 Review Assessment& Finalize Implementation Plan Meeting 3 Monitor Student Progress & Review/Modify Plan Meetings Ongoing as needed to Monitor Student Progress & Review/Modify Plan

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Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e.g. SPSY, SPED CICO Coordinator -e.g. counselor, IA Meets every 2 wks 30-45 min. Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 2 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 3 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 4 FBA/BSP team Administrator Behavior Specialist Student Centered team

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A Proactive Approach to Behavior Support Planning Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press) Using simplified FBA-BSP procedures that match the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Complex FBA: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified Basic FBA: Behaviors and Maintaining Functions are Easily Defined and Identified

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District Behavior Support Specialist Support Teams building behavior support plans from Assessment information Train 1-2 people per school to conduct basic FBA/BSP Train and coach PBIS at all three tiers

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Building Capacity for Function- Based Support Basic FBA2BSP Training Series of 7 - 90 minute trainings (each training spaced about 2 weeks apart) Session 1: Basics of Behavior Session 2: FBA Interview Session 3: FBA Observation Session 4: Function-Based Intervention Session 5: Behavior Support Planning Session 6: Implementation Planning Session 7: Evaluation Plan & Monitoring

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Format of Basic FBA to BSP Training Sessions Checks for Understanding Comments/ Questions Tasks Key Points Objectives Review Activities